The Effect of Learning and Playing Songs by Ear on the Performance of Middle School Band Students PDF Download
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Author: Neal Yancey Smith
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 121
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Book Description
This study sought to examine the effect of playing songs by ear on the musical performance of middle school instrumental music students in order to clarify the efficacy of non-traditional methods of instrumental music instruction. Subjects were students in grades six through eight (N=114) in three schools. Classes were designated as control and experimental groups and two experienced instrumental music teachers delivered instruction to classes in both groups. Portions of the Music Aptitude Profile (MAP) and the pretest version of the Instrumental Performance Test (IPT), designed by the researcher, were administered to students prior to the study. The IPT included subtests for music reading, aural response, and ear-tune performance. During a twelve-week treatment period students in both groups learned a repertoire of common folk songs. Students in experimental group learned songs by singing and echoing them following a teacher model and then were introduced to the musical notation. Students in the control group were given the musical notation for the songs from the outset and were asked to perform and sing the songs after studying the notation. A posttest version of the IPT was administered after the treatment period. Three expert judges evaluated student performances in the areas of pitch, rhythm, and expression using a criteria-specific rating scale. A series two-way ANCOVAs using group and aptitude as independent variables and corresponding pretest scores as covariates were conducted on each subtest of the IPT. Though trends in the data could be identified none proved to be statistically significant. Based on the results of the study it was not possible to conclude that the experimental treatment had an effect on the performance of middle school band students. However, it could also be noted that learning to perform songs by ear did not significantly hinder students' ability to perform music using notation. As a result of the study, several conclusions about the nature and design of future research could be made.
Author: Neal Yancey Smith
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 121
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Book Description
This study sought to examine the effect of playing songs by ear on the musical performance of middle school instrumental music students in order to clarify the efficacy of non-traditional methods of instrumental music instruction. Subjects were students in grades six through eight (N=114) in three schools. Classes were designated as control and experimental groups and two experienced instrumental music teachers delivered instruction to classes in both groups. Portions of the Music Aptitude Profile (MAP) and the pretest version of the Instrumental Performance Test (IPT), designed by the researcher, were administered to students prior to the study. The IPT included subtests for music reading, aural response, and ear-tune performance. During a twelve-week treatment period students in both groups learned a repertoire of common folk songs. Students in experimental group learned songs by singing and echoing them following a teacher model and then were introduced to the musical notation. Students in the control group were given the musical notation for the songs from the outset and were asked to perform and sing the songs after studying the notation. A posttest version of the IPT was administered after the treatment period. Three expert judges evaluated student performances in the areas of pitch, rhythm, and expression using a criteria-specific rating scale. A series two-way ANCOVAs using group and aptitude as independent variables and corresponding pretest scores as covariates were conducted on each subtest of the IPT. Though trends in the data could be identified none proved to be statistically significant. Based on the results of the study it was not possible to conclude that the experimental treatment had an effect on the performance of middle school band students. However, it could also be noted that learning to perform songs by ear did not significantly hinder students' ability to perform music using notation. As a result of the study, several conclusions about the nature and design of future research could be made.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Book Description
Author: Ann Marie Musco
Publisher:
ISBN: 9781109902846
Category : Ear training
Languages : en
Pages : 221
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Book Description
To assess the effects of instruction on performance, repeated-measures ANOVAs considered the variables of group, time, and key. The experimental group improved significantly in playing by ear in the keys of Db and G concert, p
Author: Debra Harris Allen
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 204
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Book Description
Author: Paul Gottlieb Dombroske
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 150
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Author: Steven Rex Oare
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 536
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Book Description
With the intent of improving the teaching of practice strategies to young musicians, the purpose of this multiple case study was to discover how students use goal setting and self-assessment within their personal practice sessions and how these self-regulative components affect strategy choice and motivation. The specific questions were as follows: (a) What goal setting and self-assessment comments do novice, adolescent instrumental musicians make during instrumental practice? (b) What goal setting and self-assessment strategies do novice, adolescent instrumental musicians use during instrumental practice? (c) Are there differences in practice strategies found among students when they are deliberately involved in goal setting or self-assessment compared to times when they are not setting goals or self-assessment? and (d) What strategies do students use to address various technical aspects of performance? This study entailed the observation of middle school aged instrumental music students (N=6) during their individual practice. Two students were in eighth grade and four were in seventh grade. The students played flute (N=2), clarinet (N=1), saxophone (N=2), and trombone (N=1). Data was collected via field notes, videotape analysis of three practice sessions per student along with concurrent and retrospective verbal reports, focus group interviews before and after the observation cycle commenced and concluded, and an interview with the students' band director. Data were analyzed within cases and across cases for emergent themes. Four themes were found to describe a cyclical practice process in which students moved from motivation, to goal setting, to strategy use, to assessment, and back to motivation. Each stage of the cycle seemed to drive other stages. Students with learning goal orientations seemed to practice more effectively than students with performance or time orientations. Student goals tended to lack specificity, which negatively influenced student choice of practice strategy and self-assessment. Three external factors were found that had a strong influence on the practice cycle, including teachers, musical aural image, and learning development . These three factors wove their way through all four stages of the practice cycle.
Author: William Robert Eisenman (Jr.)
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages :
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Author: David Alan Perry
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Abstract: The purpose of the study was to determine the effect of differentiated music on classroom behaviors and attitudes of middle school band members. Special, differentiated music, was written to find out if the level of class participation (students on task) would increase with its use. The differentiated music consisted of three parts from which each player could choose; a simple two note harmony, melody, and an advanced counterpoint. Sixth, seventh, and eighth grade band classes were included in the study. A series of eight class sessions, fifteen minutes in length from each grade, were videotaped over a period of four weeks on successive Tuesdays and Thursdays. Baseline and treatment sessions were established with the baseline consisting of the use of typical band method material, and the treatment including the use of differentiated music. Each grade level ran a different length of baseline and treatment time periods. Data were collected to measure the percent of students on task for baseline and treatment for each grade level. Other areas evaluated included the amount of class time spent playing, teaching, and dealing with discipline and interruptions. Teacher comments were measured, as was survey information from the students regarding their enjoyment levels and self assessment. The use of the differentiated music did not show an increase in the number of students participating as had been expected. Rather the discipline of the students became the prominent issue. Correlations showed that as negative behaviors increased, attitude toward the class and personal achievement decreased. Future research in this area should be done in a setting and through instruction where student attention and relatively good discipline is maintained. If the classroom discipline problem area could be reduced or eliminated, comparison of differentiated music versus other types of materials might yield different results.
Author: Lucy Green
Publisher: Routledge
ISBN: 1351930222
Category : Music
Languages : en
Pages : 162
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Book Description
Popular musicians acquire some or all of their skills and knowledge informally, outside school or university, and with little help from trained instrumental teachers. How do they go about this process? Despite the fact that popular music has recently entered formal music education, we have as yet a limited understanding of the learning practices adopted by its musicians. Nor do we know why so many popular musicians in the past turned away from music education, or how young popular musicians today are responding to it. Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and values, the extent to which these altered over the last forty years, and the experiences of the musicians in formal music education. Through a comparison of the characteristics of informal pop music learning with those of more formal music education, the book offers insights into how we might re-invigorate the musical involvement of the population. Could the creation of a teaching culture that recognizes and rewards aural imitation, improvisation and experimentation, as well as commitment and passion, encourage more people to make music? Since the hardback publication of this book in 2001, the author has explored many of its themes through practical work in school classrooms. Her follow-up book, Music, Informal Learning and the School: A New Classroom Pedagogy (2008) appears in the same Ashgate series.
Author: William Arthur Swantner
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 26
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Book Description
